CLAFLIN UNIVERSITY ‘SCHOOL OF EDUCATION ADEPT EVALUATION FORM Ely Chtdhood/Eemertary Education Cooperating Teacher Usiversty Sepenisor contre Ma s has hitten Cooperate Tah Liles Sook coisa LR Mafie—— twe 3 ample: _ cooper Temter 0A. _ erty Superor sot Maite Fat Directions: Thi foam to be used asa fractive eel surunative assessment ofthe cnet’ progress throughout the cecal pectic. The condsote chooks be assessed tece (3 tines: after 4 weeks, 8 weeks endot the end of he placement. Rate the candidat on eoch ofthe kn elements under eoch stomdord as Folios: Sake: (1) UnoampteDeweoping; (2) Aeceptble/ Meets: (3) Torget/Bxeds. Then pve an vera rating nthe bax esis the ADEPT Performance 1B, Establishes appropriate standards based learning and developmental gals ICL Identifies ad implements instructional yaits LA C2 Identifies and ienplements instructional units — Science 103 Identifies and implements instructional units Mathematics {ICA Identifies and impiements instructional units — Social Studies ICS Identifies and integrates Visual and Performing Arts within instructional urs {1C6 Identifies and integrates Health Education within instructional units G7 Identifies and integrates Physical Education within instructional units 43D: Develops appropriate processes fr evaluating and recording students progress &achievernert 2A. Develops Unit Objectives 28. Develops Instructional Plans 2C. Uses Student Performance Data APS 3: PLANNING ASSESSMENTS AND USING DATA) = _] 2A. Uses a Vasety of fssessments “4k. Establishes, Maintains and Communkates High Gxpectations fr Achievement 4, Establishes, Maintains and Communicates High Expectations for Partkipation ‘GA. Thorough Command of Dicipine ‘6. Provides Appropriate Content “7h. Monitors Using Formal & faformal Assessments "7._Uses formation to Guide instruction ‘A. Sofe & Condtucive Physical Environment ‘8. Positive Affective Cate in Classroom 86. Creates Cufture of earning ELSE HACC, TAGE SAC RS SA. Manages Student Behavior Appropriately ‘8. Maximum Use of instructional Time‘SCHOOL OF EDUCATION “Thecandidate eolborsies vith ‘cobeagsesand adeiistratrs, but notother agencesto detexnine ‘thenaads of his orher students ‘odo pan and pve awh the appropriste earning ‘eperioeesand assessments, The canes attends fey sade lve meetings, but not oor shoo organizational meatngsor ‘exrcumiadractviies, Te condite complica waa profesional schooland dict es, oSckes and proces ands ‘artes ofa profesional in evs ‘of responsibilty, iriathve, tine managerent, appearance, etal _tandanis and qualty of work. “The candidates spoken word and ert language are appropri forthe tage audience and eonsst flee the Serre. The efdidate communicates wh ‘prerts/guardanson an Interttent bas, responds appropriately to parental concerns, and west eactthree (3 ferent formats toensare that ongoing cenmucation takes pace. The candidate comptes with adeqeate professions schooled issues policies procedures, aed exhibits a rcesionl deneanor. "The condita Waites char he orhorstrengtis or weaknesses, and devises plnsto addresthe ova “Thecandiate seks out, paetpatestn, and cootnbutes to ‘cto for adequate prfessomal owh. 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Schoo! Completedby: __\_-Cooperating Teacher University Supervisor Anita | irections: this form isto be use so formative and summative esessment ofthe conddae's progress throughout the nicl pecte. The cnadate should. be asese tive (3) time: after d weeks, 8 weeks anda the end ofthe placement. Rote the ecaddate on each ofthe key laments under each standard os follows: Scale: (i) Unaceptble/ Developing; (2) necptabe/Mets (9 Targevtxeced- Then gic on ovr rating Ia the box beside the ADEPT Performance = Stoned, explanation ofthese ratings given onthe reverse se of his frm. i = — ADEPT PERFORMANCE STANDARDS: Ze__| 10 | 1A Obtains Student information 5 10, Establishes appropriate standard based leaning and dev@lopmental goals Se 3a 7 [3.4 teentes and imglement instructional units ~ Seda tudes 25 | ACS Identifies ad integrates Visual and Performing Arts within intructonal unis 2.6 _ | 1C6 identifies and integrates Health Education within insteutional units 2:7__| 467 identifies ond integrates Physical Education within nstueionl units = Se_| 40" 70: Develops appropriate processes for evaluating and recording sents progress & aclaverent Se__| 34 | 1e. Plans appropriate procedures for managing the dessioom TAPS 2: SHORT RANGE OF INSTRUCTION. S| ZO] 2A. Develops Unit Objectives Se 3.1 __{ 28. Develops instructional Plans oe Se | 40 | 2c. "Uses Student Performance Sata 7APS3: PLANNING ASSESSMENTS AND USING DATA 3 | AO] 3A. Users varity of astessmente 2 = z 3c_| “40 | 38. Administors Variety of Assessments 3 ab [40 '3C. Uses Aesessment Data to feign Grades (APS 4: HIGH EXPECTATIONS Te [34] AA. Establishes, Maintains and Commuricates High Expoctations for Achievement 3 ic | 34 | a8, Biabishes, Waintains and Communicates Hi Expectations or Pariipation 2 TAPS: INSTRUCTIONAL STRATEGIES % 5A, Uses Appropriate stratgios ae__ | 32 _]'58. Uses Variety of Steateses de SC. Uses Strategies Efectively 3 [ars 6: PROVIDING CONTENT FOR EARNERS se 68. Thorough Command of Discipline a se} 58, Provides Appropriate Cantent 3 Se 5c, Content Promotes Learning ‘APS: MONITORING, ASSESSING & ENHANCING ; Bo__[ AD] 7A. Monitors Using Formal & Informal Assessments 3b | 40] 7. Uses Information te Gulde Instruction 3 3e__| 40 _| 7C. Provides instruction Feedback 3 [APS 8: ENVIRONMENT PROMOTES LEARNING Te__[__34__ |, Safe & Conduclve Physical Environment 3 te 3.4 | 80. Positive Affective Climate in Classroom a-teini fe [3.4 _ | 6c. creates Cukure of Learning "APS 9: MANAGING THE CLASSROOM Te__[ 34 Toa, Manoges Student Behavior Appropriately > 16 ‘98, Maximum Use of lnstrutional Time 2 te | 3a] 9¢. Manages Ror-nstructionsl Routines cresatn Moll fof onte 4-5 dey gvauatrs sen Revised Fall 2013 ~ ACEI/NAEYC 2010 StandardsSpIEPUEIS OLOZ DASYN/I3DV ~ ETOT IIed PEsiAay ‘seyaiets jo Rausn oeapmput aieppue aut ‘paENsvOWAD ssoyen espn ‘ul “pmensvowop Johauen esas aepipues ‘3 “pmensuowap ‘erenbape ase uonesnes ‘Aubjs 24290) atetpue ‘4. “povensuowsp snyuxe aim geumiew u.-porensvowap suepnas Aumuoute}9 0) ay Jo Aayenb paouexus pue sis uw kie=u, ameutis sepipueD aumyeutissovenyena ae idee v Be rwowxopuaper | pu sacuer aes oe suo a4 fee ee rajéwen ageins dupnp | Sune seal pa Bunp seunew aa hien : ‘4 su sapnsjep0e jo s8a:e sao peeps Seouaneduiog ware ain go aoayrcuy, ansupyaseus 3 ‘rps pUaISeWeD zuotu09 an jo 38a so-eiBep agerdaroe indy aienssowee SuoH 09D 09 an 403999 00, jeaaidop agencarce 500s apipue) ‘oh poem DUNDGLIOD ua 30 33p9yr0, oseoseo paves. fpuaredion mas suai jo 38931009 ponusjemensvows 50056 s.IpU 18908 043 “Aude dfoa8 “Lossy jo Apmas poreufoqu au-—sojpmis i908 wos Aunbut jo sepous ue sidaau0> sofew ain sesn pue ‘spuessiapun ‘smouiy ateprpued ayL—soxpnas [1205 [> Atanasucoor | Aerbalece ugroge | APHMERPE =» uonengo Rievosence | 2m Paanowey | Sense aeajr smounp yeu | vorenpsjessteorme | “oetygjomeen |, AKER | enucionmncng | MUCHDUINEME | EN euspveneuonou | e/% ay orparees ssouetaewoy | orpargusaounaduay ‘ox poyjas sanumactun ee ‘wewny sasn pue ‘5 ‘ jueves e120 aBpaymouy | UaIUO2 2x30 aBpejmouy | HPUO?21BI0 BBpeINOLY “WuRLU0D Jo aBpayMouy Sepusreduion 04 alls an lel jo saudap aqeidazoe ere wuans09 Jo apajmor ‘ayep|pue> sy.—verreonpa [ey ssialocemsiismusp |" pomsepameamne | eumpagmiat | “SUES Gy | inwonoatpmacny | SErPue eu —ventonp ape ‘suosse| avepIDUED Aqus{y e arensuowiar _suossay azepspuc poeee eee [asic soste anu veseipuee | oar ouenpue) aes ae as aoe semaine oa | sempspaneaioiiets | aang ete | aye Same. p34 poo8 er sanqunuoo ein somal BRIERE) opmpul et ONL | at ne SL ot spu ae serrexeppues | SNS JO ave1d pue wauidojop _cemmmpanenpiess | oes iiss ‘a pmuewune | su. penemuny looms oy saremodeo 490 seas ave ugey jo seeue og aye wjeoy jo se a are yea, anean o1uoneonge wpjeay jo | eg/oe ‘3 0 paws ropueedung |, A PSTeUsooustaduicg expan: sepusadins | —joseaseorparess | senew nelqns aya u sadsou0o sofew Soir omen | Mua awe ‘eioojpatpomon, | feuaisduen may |” ayrsaen pe Spueslapun soy ieonabp ygesinos “ruccowsmenunp | awnncojoatpojoed ovoid. aerate Snopes oy.vonemp Hae nerdaorsessouee | Ry eaeuousp ‘sow pp | pat esenosay aes S05 aD Coe ere —— oa caee “sper pur sajcwens aicesins Bupunp syeuaew yo AUER : -s0UL U1 SOP, Aa 2 Sen ope Amivown Suowe Supnpur seaeaeijo AaueA ‘rasnamppuesau, | RAMP ABE | russ au ges | yfisu pus fanbus LoReoNmWD pemmaaaearm 7 | “esiasucwsp syed: | PARR Kmerbve | UNE eouae | RRSP FUL | oy apow cus se sue eran ounlcumnies | Teneempameen | SETUECHIONESE | secraqjeseiran | PMEMUEP OER | syasoig pus avery sana ae | 65/57 sancoeeantecest | Siemapremumndun | Ramu? | ipa smn yo suowsraie poe Suen, Sctascapaboman, | ommnaretmmen | “SSS ees |. tinue odpaoat ‘wsieos opens pu spaces anisuayasdwon aeasuowep panssineste ve aensvowap: eee en poy uy ewensuOWeP ‘smouy IepIpUeD ayL—syry Sy nn etensvony ‘ose a swore sepium |__ Ave BONE sor aR ad a) oo en oe porte | mduemanenriogrna | ap auapas sven ours | —aaeseung ossnp hemine 30 suomi ote rohoiereseorewpou | Aunpsieunewasice | susaimsmumeu | suoziase suse pause seus a roe ep yeh wi Roeteoute | atest |“ “sacoseat | Sore smpmelosunue scr yayensuOWeP KALIS|sUOD seaetaieiael = eee ML "PmRERSUOWSP | Oy seaue paye|aU J ue ‘s92Ua1IS " "An s208 jo seaie eu2 | sojpms ez0s4o seale axa “ue sopmsyeoos | eles JauR0 pe eseCLAFLIN UNIVERSITY SCHOOL OF EDUCATION PROFESSIONALISM ‘APS 10: PROFESSIONALISM ee ean cnet gE AES LO: PROF a ~ Target (3) Acceptable (2) | Unacceptable (4) | eanine candidate colabortes ie hasta 52 Coca rina ante | igus and elas bt student oriented professionals, such a: 5 ; ——] 108. Advocate for | agencies, businesses, and community | 2tstheragenciesto determine | The candidate doesnot 4 theneeésafhisorher students | ealsorato ith colagues, Children 1wo0ps, todeteminethenesdsof his _| Maneesorneor her sudents | cals ; Schermudentstoronomdncese | A840 pln and provide them with} adinsvaters or agence. 6e the appropriate learning ‘them withthe appropriate lesring exgaences and seeesmens Tne candidate regulary attendsend ‘exparences and assessments, conuibtesto meetings to he tert Delete ea 5-1 [ron.achives | tatispeteerd pp and_| TEAR tens acy ond ioe 2 Qreinrationsl | scl supports theffortsascheo! | Ccgogarzatonalmeetngsor” | posts nsny 6a activities that contribute to the overall icra eeopmen suerte | SiL_| 0c ettectve | thecandit’ spoken word ana | Peconddaes spoken word and] 15 st’ spoken word 4 Communist | witenlrgnge ia coec.od | rt nt srentetee | amen econ | 2) Gb _| Presentation appropriate for the tage aucionce, | fee abet aun ‘many blatant ercors. ~ “he condos commute ith "hecandiata commits th 5.2 [rocaeteate | ioenfmaromenaresrtns, | Pnbfardasonan °° | Communicator: J cezendsappronnelytopoenal | Mermitentbass responds | There des ot Parental ‘concerns, and uses more than three (3) | SPPTOPaely vo parental cone paea ‘and uses atleast three (3) diferent | parent/guardian formats to ensure that ongoing communication takes psc, Rerponsivenes_ | vredfomestocmre tha nse 8b ‘communication takes place. The candidate compos witha seats | cutetont steam rent, | Thecntrecompteath | Tend dost Fes [Saint | rare | Oe ce | ace Demeanor and cof responstbility, initiative, time Procedures, and exhibits 3 ‘exhibit @ professional 6b | Behavior management, appearance, ethical ‘professional demeanor. ‘demeanor. Suan tat S.A | eeracte — |rstanersnotanterische | atsrregtee wees | esac Be] tian | petontatentrondweinse: | Sarena tones | Hewat ation | Eivaepintwowresinen, | ani Tecndioeshcaed on, 5.1] terete | paipatesinandcomtbtsto | TMecensstesets out Becta eee setts fr adequate professional | promote professional row. growth OVERALL RATING Collaboration | forhc or er continued professional, grout 6c ‘Candidates must recalve atleast 2.0 overall to successful pass this assesoments THE SCORING GUIDE FOR THE ASSESSMENT Unacceptable/Devetoping (1) ‘Accoptablo/wieets (2) Cendidatedemonstrateza ines smountofthe | Candidate aercaavates non ofthe atwbouteza? | Candlose demonsvatesallol he abuter othe stuoates of the standard Performanceindeates | the standard. Performance indicates that the standard Performance eat indcates thatthe ‘thatfew competences have been demonstted. | competencyhasbeendemonstratedincoding | cempetencyhas been mastered, ineuting ‘examples, extension ot envichment examples, extension, and enhment Revised Fall 2013 ~ ACEI/NAEYC 2010 StandardsSp1epueis 010% DARVN/I3DV ~ ETOZ Iled pasiray nes ates sebieducy | epsom sapiesdiny “hcooad seo: maar pos wanes eae meee ieee wow uy se90: as sepuoiedwod | oy pay (9! saPUDYedUIED SBaJe 01 PARI ——— eres eae rite Jeqwewepuny sesn pue “spe aes eee piryp pue “eBenfue} ‘Buypeas s/te aneass poe Sopa ates ae ° © z 1 snouaomounainoo [Penns | FR tite) repr a /gurpe gona oti FRPPCA SHO F i re Saree RS nnn apt ‘uons9s Burnes 3tp u (y/N “290404 (5) pur ‘aiqeadaooy Aubin (p ‘a}qed—D>¥ (—) BIGEIEIDD NOLLWONGI AUV.LNIW313/GOOHCUHD ATYVA - LNSINSSISSY 3DGTTMOND LNSLNOD| | CLAFLIN: UNIVERSITY SCHOOL OF EDUCATION ADEPT EVALUATION FORM | Early Childhood /Elementary Education ‘Cooperating Teacher/University Supervisor candidate: Ne Gila hit Cooperating Teacher: foe school: pe tet rade/subjeet: 2. EL bate: ee Completed bys. Cogperatng Teacher tem Sects This ferm toe weds format and ana reset ofthe cond’ roars teupout theater. The nd sould | be essed tee) tines: ofter dete, eckson athena te placement atte conta on athe te tay omens eter cabs fotow: sce (3) nae Decping 2 Recep Mets (3) Tget/xeeds. Then gan vraag te So bed the ROEPr Peformance Stoner. a xan of thera en on te eves ef sf Univer sty Supervisor t ee — ADEPT PERFORMANCE STANDARDS | [ssi a Abe SLOG ARG PLAN rrr ee IESC Cee eT of Ta | £0 | 14 Obtains Student information : Se 1 | 1B. Establishes appropriate standards-based learning and developmental goals 3 C1 Ientfes and implore inuctomling GA units ELA ie 2.2] 12 identifies and implements instructional units = Science RcseReLe feo C3 Identifies and implements instructional units= Mathematics 3] {CA Identifies ond inplements instructional units ~Socil Studies 3 ga {C5 ldenifes and integrates Veual and Performing ars within instructional us — a {C6 Wentfes and integrates Health Education within nstruetonal uit z 17 tdentifes and integrates Physiesl Education within instructional units arse 1: Develops appropriate processes or evalusting and recoding students progress @ achveRiemE Sanrcaeed Sc [3.4 [1 plans appropiate procedures for managing the clssroom TAPS 2: SHORT RANGE OF INSTRUCTION Sb] 20 | 2h. Develoge Unt Objectives pepece 28. Develops instructional Plans nee Fae Se 2G. Uses Student Performance Data 7APS 5: PLANNING ASSESSMENTS AND USING DATA = 3A. Uses a Variety of Assessments eaeaec x .0 | 38. Administers 2 Variety of Assessments a ab | “40 ['3c. Uses Assessment Data to Assign Grades ‘APS as HIGH EXPECTATIONS Te__| 34 [4A Establishes, Maintains and Communicates High txpecations Tor Rehievemont Je | 3a at. escheat and Communicates High Expectations fo Paridpaton TAPS: INSTRUCTIONAL STRATEGIES nm 5A. Uses Appropriate Strategies — de [32 — | 58- Uses a Variety ofsrategies 4c SC. Uses SialegiesEtfectvely 'APS 6; PROVIDING CONTENT FOR LEARNERS Se EA. Thorough Command of Diciphne Se GB. Provides Appropriate Content Se 6C_ Content Promotes earning ‘APS 7: MONITORING, ASSESSING & ENTANGING 3b__[ 40] 7A. Monitors Using Formal tnformal Assessments 3b__ [40] 78. Use information to Gude insvution 3c | “40 7c: Provides instruction Feedback {APS 8: ENVIRONMENT PROMOTES LEARNING ie | 34] 8A. Safe 8 Conducive Pystcal Envronment ic_| 734 —[-a8. PostiveAtectve Cimate in Classroom tc | “34 | sc. Creates Cuture of teorni APS: MANAGING THE CLASSROOM ie [ 34 | 98. Wanages Student Behavior Appropratah 1e 238. Maximum Use of instructional Tine te [34 _[ 9c. manages Non istructionalfoutnes Candidate's Signature date 2/11): evaluators Signature Revised Fall 2013 — ACEI/NAEYC 2010 StandardsCLAFLIN UNIVERSITY SCHOOL OF EDUCATION : PROFESSIONALISM APS 10: PROFESSIONALISM Leet) Aeserabe (2) | vcconane G) [ewe] “The candle colaborater i calesgues, administrators, and other studentoriented professionals, such 3¢ 5.2 Thecneldatecolabortes with colleagues ane administrators, but nototheraenciaste determine | the candidate doesnot 430A. Advocate for | agencies businesses and community | 7 ee ue vps todeteninethareeteofhs | we tonr and pone nemenh | simmersorer spe ee fre students to pln and prowde Br the aporoprite lating them vid the sppopiatelesaing, 1 sevens andassespmant experiences and serazement, The candidate regurlyattends and ‘onirtes to mectings tothe extent Se cutyand | the candidate doesnot thot icsosile ra eonromeae em | Thecanddate attends fcuky sod | The candidate d trae eve nating bunt ter | send mecgso ctv spots the ert sho! zine sports thefionsofsceel | Eel omanatocimectngrer” | patapns ony 5. 108, Achieves Organizational Goals ae Seria tee ae ray | exvacurtiar aces fenracurculor actives, j leaning and development of students. 5.1] crettective | tecandidate's spoken wordana | Te candidate's spoken word and | nates spoken word Communicator: Presentation wetten language are clear, ceeect, and Tee inguaae are appropiate | ana ites language contain appropriate for the target audience. forthe target audience and consist . rane many blatant eros The candidate commmarcaes with porents/euarsians onan Interitent bai, sponds ‘The eanditste doesnot appropriately to parental concerns, | communicate with ‘and uses test tree (2) ferent | parents/guarlans. formateto ensure tht ongoing communication takes pace The candidate communicates vith parents/guarans ons regular base, responds appropriately to parental fencers, and uses more than three (3) ‘varied formats to ensure that ongoing ‘communication takes place 5.2. | roc2eFFective Communicator: Parental Gb | Responsiveness The candidate compen wath ‘roessona school and distict us, | The candidate complies with “Thecandiate does rot 5.1. | 100. exhibits pepsi pales, and proceduces ands adequate professional school and | compiy with school pois c ig | e8eactoristicaFsprfesionlin terms | asc les, poles and and procedures andor gb fecmnager*t | eons, tate procedures, and exhibits» ‘ahi a professions management appearance, ethical | prafesionl demeanor, séemeanor. slondards and qabty of work The conditeisa refectve The candidate Wonton her ie (Eixtwe — [irctimroienmresnsorter[atsrtcvarwesmc, | Recta docret Professonastvengihs and weskaeses | and devises plnsto adress the | Ment song / Kenteion | edneesgentsaesten | Sash ves Ib The candiate are seks ca 5.1 | 1063 Active “participates in and contributes to He oom ree eet, eee tearser: ‘cts that promsteclabornon | Patatesin and conutesso, | pape insethites to } 6c _ | Collaboration | terhisortercontiniedprofesinat | Stvesfor adequate profesional | promote professional c cae roth, Brow, OVERALL RATING | 7,3 ‘Candidates must recolve a eat 20 overall a sucresfal pas tis Sesame a2 Aa THE SCORING GUIDE FOR THE ASSESSMENT 743° Se ‘Condate demonstateea imited amount ofthe | Candidate demonsrates most ottheaiibuiesot | Condate dononsiatss al ol ie aiboteror ne atuibutes ofthe standard Perfrmonceindicates | the stondard. Performance indcates thatthe sandord, Performance cet incieste that he thot few compctencies have been demonstated, | competencyhasheen demonstatesincusing | competency has een mastered, ineluing ‘vamples extension or enichment ‘vangles, extension snd enrichment Revised Fall 2013 ~ ACEI/NAEYC 2010 StandardsCONTENT KNOWLEDGE ASSESSMENT - EARLY CHILDHOOD/ELEMENTARY EDUCATION Rate the candidates on the content standard using the scale from 1 -5: (1) Unacceptable; (2) Moderately Acceptabl Indicate the Content Area(s) not covered by marking Not Applicable (N/A) Candidare a School subjecr: 1 et Evalue Grade Level pae =f on Fenmmand : : : aime standard WA English longuage arts—The cand demonstratesa high level of canide competence in use of ‘enon cepa degree of langue tan they know, inowedge oon ee trowespe che corer understand, and use concepts rom | Few competencies Coates eee | Competences rites to zajsa | eating language and cid Genes crerisr | everotenisn are cemensvsted The langsge arts ore Pinecone ane demorsvated. The candidate uses materia wit similar ‘eas in most adequately demonstrated ‘Thecandidate uses of materals during ‘envchment. Concieat essons andiaate lessons Conese esos doen demonsvste gy scienee~incuding phys cemonsvatesome scrote sence oe | eeeniabiedesree ot ‘earth and space sciences a5 ssowiedgefcontens. | soil dares towacge afte content. competencies ted 0 22/5 the reo of sence are ‘eguanydomerssted variety of mater inducing ee Sable oamples ara uso. overmene lieracy Mathematics The endo knows, ‘Gara esene ederstans antes the malorconcets, Careat lessons emonstateaighly | Canela ston some sceptebe degree of kolecae of content, Ld 23/50 ‘The carcisate cider 2 variety of materials, Inctuaingsutable ames snd erehmant Revised Fall 2013 — ACEI/NAEYC 2010 StandardsSocial studies —The candidate knows, Understands, and uses the major concepts and modes of inuiry from the socal studies—the integrated study of history, geography, the social Canaldara esse demonstrate imited ‘ncuiedge of content Feu competencies related to areasof ‘Conddate lessons demonstrate some knowesgeof content Comperercos rea Ganaieate esos sccontable degree of rousedge ofthe cantant. Competence ralsted to Gandleate essone demonstrate hehly Becestaiecogree of rowindge ofthe cotens, Competencies related to Candicatelessons dermensrete comarehonsive nowiedge ofthe content. Competsrcies rites tothe areas of cecil uses are 2a/5a {ocelstuciesare eareasofsccal tudes | & 750 | scenes, and ather related sreos—to | eeudetore || Wearesofsocl sues | teatessosoca tutes | therescrsoclstaes | Weve ote ees are Fogel lena aaa’ jemonstrat are demonstrat 1 ‘are adequately _are regularly demonstrated. ee Lallshrniaieyhri candidate uses candidate terestosignty | demonstrated, The Theeandidate includes | Te cendate nclates ea cisions meters with sitar | varythe materials during | cansidace uses varity of | variety of materale craton ce cof culturally diverse democratic | ideas n most elector, materials during the Inclating stable examples, | $4286 examles are society and interdependent world. | situations Ieeton, and enrehrment ania Candidate lessons Candidate lessons ee rene: rndidate lessons ‘The Arts—The candidate knows, demonstrate atimted | Conidate lessons ‘demonstrate an demonsrate aight denon : . enonszaeaiinte | ee ae ssemonstetecomarebensie nderstanés, and uses the content, ge oteamene | Semenaeetcrame | aecenciedegrnar | HERBIER ot | pacman facies aeduoaenancer Few compen ete | krowice ofthecoene | Wovinseeortcontent. | Co she 25/50 | cance, musi, theater, and the several | atedtoreofee onc aresofthearsare | Competences celeesto | COMET Sues | sresrofthe ans are cee anssredemonsates, | ‘earen ofthe aca of th ars are conssteny demonstrated “Te candidate uses demonstrated. | eslery demonstrate ‘communication, inquiry, and insight | macameldateuses | caste ends to seriidbtececee | Thecandidate includes | The caneldete includes a eu eee tare sevens cving’ | orca cunng | vrmyormaeas, | recess ee thelessons — % | including sulabe exameies He areas ard oso tnriement sndentehment, Candas es Genie essere a Health Edueation—thecandidate | cemerstatea candidate lessons demonstrate a hehly faseiaeleead vais Reval sass al knowledge of content, | demonstrate some cceptable degree of ees oe » and u Fewcompetencies | knowledge of content knowledge ofthe content, | Mewledge ofthe content. major concepts in the subject matter | reistec to areas of Competencies related to Competencies related to. erent 2.6/5a | of health education to create health are the areas of heaith are ‘the areas of health are eee opportunities for student omorarates, the | demonstated the | MEBANE | er emensrate, | Sostenty demonstrate Secpeane ea pesca at crores Candace tras costgay | SeRenty ceroneote. | TS eimcesa | Tecandatencter that contribute to good heat ‘materials with mise | varythe materials ding “eerie ety of material, variety of mate, icing Heiafepaiy waythern vorety frat cucng | wretctmateras, | ane eamplerane ma ‘the lesson, aang SuRabIe eaENBIeS | vichment, sSuone. ted enchant Candidate esons Gane ern Seats ess emonesteatishiy J Caredateessom eee ee ee ete me Sree SSeece | aecotaiedegres ot | semonsrote comprehensive Hist lrrscerotlirte lial sree ore wale secroect | knowedge ofthe content. | knowledge of tw coment tno uneratc wrmahnan | Tocraet mpeteriesreatedto | Movedenat content. | Corpceancer related | Competences cates tothe aafsa | Move and sya act rmtledvnionre | Heeresofahsies | onietrtet'® | ewanot ma seas of physeal education central elements to foster active, | Bnveledueatmare | ae ce reasons! | gaucatonaveveglary | arecrasteniy healthy life styles and enhanced racic demonstrated. The Seeratnarsaceauately | semonsttes, The demonstrated. The candiate ualty of fe forelerencary sides, | Snecatiumla; | eantetetesto sign | Serene The | Se Oy ‘vary the materials during, lev of | of materia’, includ dessin most raters dng the cutie ane the lessons. mmaterais during suitable examplesane | andenichment. enscnment evaluators Signature Revised Fall 2013 ~ ACEI/NAEYC 2010 Standards Candidate's SignatureCLAFLIN UNIVERSITY Early Childhood/elemertary Education candidate ADEPT EVALUATION FORM ‘Cooperating Teacher/University Supervisor SCHOOL OF EDUCATION schoo! Nashaule Woke Grade/Subject cooperatnateatec_ Wy Rass Banat EES dat eeeEeSerEE Wang, pai NLL we Directions: This form is tobe used asa formative ond snmathe ostestment ofthe candidate's progress thoughout the cnc proce. The candidate should be assessed thee (3) met: after 4 weeks, 8 weeks ond at the end ofthe placement. Rate the candidate on each ofthe key elements under ench standard. 05 follows: Sal: (2) Unaecoptable/Developng; 2} Acceptable/nteets (3 Terget/Exceds. Then gWve on oxerl cating In the box beside the ADEPT Peformance Stondard. An explanation of theteroting i given on the reverse side ofthis form. pee re DEFT PERFORMANCE STANDARDS ane [iA obteins student formation {Establishes appropriate standardsthased (earning and developrnental coals 1C.1 Identifies and implements instructional unkts~ ELA 1€2 Identifies and Implements instructional units~Science iene Fal completedoy: Dl} cooperating Teacher University supervisor C3 Identifies and implements instructional units~ Mathematis {Ca Identifies and implements instructional units = Social studios ICS Identifies and integrates Visual and Performing Arts within instructional units 1C.6 Identifies and integrates Health Education within instructional units C7 Identifies and integrates Physical €ucation within instructional units 1D: Develops appropriate processes for evaluating and recording students” progress & achievement ng the classroom 1c, Plans appropriate procedures for ma RPS=23-SHORTRANGE OFINSTR 2A, Develops Unit Objectives 28. Develops instructional Plans 26. Uses Student Performance Data 3c 4.0 _ | 3A, Uses.a Varloty of Assessments 3¢ 4.0 | 30. Administerse Variety of Assessments 3b. 4.0 | 3c. Uses Assessment Data to Assign Grades “4A, Establishes, Maintains and Communicates High Expectations for Achievement {5 Esablshes, Malas and Communicates High Expectations or Poripaton PSS NST RUCTIONAL STRATEGIES 5A, Uses Appropriate Strategies 5B, Uses Variety of Strategies 5. Uses sratepes ffecthely ss i, Thorough Command of Disiptine Provides Aporoprite Content Content Promotes Lesning [=APS:7/- MONITORING, ASSESSING & ENHANCING 7A, Monitors Using Formal & Informal Assessments Fe. Uses information to Guide instruction 7c, Provides istration Feedback = [APS 8 ENVIRONMENT PROMOTES LEAR A, Safe & Conducve Physal Environment 3B, Pose Affective Climate in Cassfoom ‘BC. Creates Culture of Learning oe Te A. Manages Student Behavior Appropriately 9B, Maximum Ue of inrvetona Time 3c. Manages Non-structionl Routines candidate's Signature’ Revised Fall 2013 — ACEW/NAEYC 2010 StandardsCLAFLIN UNIVERSITY SCHOOL OF EDUCATION PROFESSIONALISM PROFESSIONALISM: 108. Advocate for Children “The candidate clobortes with colleagues, administrators, and other Studentelented profesional, such as ‘ences, businesses and community _roups to determine the needs of his ‘rer students to plan and provide them with the appropiate lacing rperences and assessments, ‘The eadiate colaborates wth colleagues and administrators but ‘ot other agenlesto determine the needs of sor her students ‘and to plan and provide therm wth ‘the appropriate lesning ‘experiences and assessments The candigate doesnot Ealaborate with calleagues, dminisators or agencies, 108, Achieves Organizational Goals 10. Effective Communicator: Presentation The candidate regularly sttends and contbutes to meetings tothe extent ‘hati posite and appropriate, and sacvely supports the efforts of schoo cxgaizations and extracurricular aces that contibute othe over leaving and development of students. ‘The canldae’s spoken weed an vite language are clear, cocrect, and spproprat forthe forget audence ‘The candidat attends acuity and ‘grade level meetings bt not other School organizational meetings or ‘etracutiear athe, The candidates spoken word and welt language are appropriste forthe target austence andconskt coffee than Serors ‘The cantidate doesnot attend meting Partapates in any fevacircuo settles. The candidate's spoten word and written language contain many blatant eros 10.2 Effective Communicator: rental Responsiveness ‘The eandlate communicates with arent/quacdant on a regular Ba, ‘responds appropriately to parental ‘concerns, and uses mote than three (3) ‘varied formats to easure that ongolng, ‘communication takes place “he candidate communes wih parens/euaedlans on an intermittent basis, responds appcoprately to parental concerns, and uses at east tree (2) ferent formats to ensure that ongoing communiaton takes ples, The candidate doce nat communieste wth parents/guarios, 100. Exhibits Professional Demeanor and Behavior The candidote compiles witha professional schoo and dst ues, poles and procedures and is ‘characteristic of professional in terms of respons, nate, tne management, appearance ethical standards and qulty of work ‘The canéliate complies with adequate profesional, school and ict rules, polices aad procedures, and exhib 3 reessonal demeanor. 106.1 Active The candidate sa relecive practitioner who dents his or her professional sirengts and weaknesses and devsesa plan toaddeeis thom, ‘Tre candiate Wonton ether hie lorherstrenghsorweskneses, and devises plans to adress the identi. ‘The candidate does nat comply with choo polices and procedurs and/or exits prfestorat, demeanor. “The canddate does ant deny strengths weaknesses 306.3 Active Learner: Collaboration The candidate aggressively seeks out prtcpates and contributes to activites that pramate colaboration for is oc her continued professional growth, "Candidates must recelve at east 2.0 overall to successfal pass this assessment, ‘The candiate seks out, parlpats in, 2nd contributes to aethilies for adequate profesional owt. ‘The candidate does nat partidpateinetivites to promote profesional Brown OVERALL RATING ‘THE SCORING GUIDE FOR THE ASSESSMENT ‘Unseceptable/Developing (0) “Canldate demonstrates lied amount ofthe atbutes ofthe standard, Performance ideates that few competences have eon demonstrated. Revised Fall 2013 ~ ACEI/NAFYC 2010 Standards “Candidate demonstrates mow ofthe atbalesof| the stndacd Performance Indicates that the ‘competency has bean demonstrated including ‘examples, extension or erichment ‘Candate demonstrateral ofthe tbter ofthe standard, Performance leary indeats that the competency hasbeen mastered, Including ‘examples, extension, and enichmentspaepuess OTOZ IABYN/130¥ — €TOT les PSIAD ‘waunpauD pae 855 aon ToT saree ayaeuns Sapna: ‘a Bune sees suo) sou u1 sep pue suorseuvos ‘uonesrunisi eyoaewsjo hues | Jossouen esosamepipue> seusyamseuniew | Yyouud pue uveress Buyjos woygoud sappy aepeove a4 ‘3u, “Paveasuowep sem appv “parensuowep Avena 312 ‘sienbape ave au. parensuowee speuouiewzoseneon | soneumnewjoseare oi | soncusinew jo seve on ‘ue sopeweiges ‘expo sepuoiaaisoy | enpsieassopusiscuion | oy payqos sovawoduen ‘wewo> ow jox8pawour | sow ay.josepayrouy | iaavoo jo apaynouy, ea ceca yoseSopomedsne | joosifopaextorne suo aensvowep ee uy esiensuowop ue sensuowep oor] aepIpUED Sues) a1epepueD vor} .eppHED sucsst aepIpUED aimee wawnopva poe aes suoneras purracumaargeane | OMEGA BHP Y suynp seme fen ‘seaye4s 30 820 | ee een esepnputsreripw ul | sa.escsouap kenenbore c smensvowap ania | Pensiouse teereere ‘ayy pereaswouap | '20U0;9J0 aumreu ayn ‘sonnsadsi°g ae ie 253 etter ‘ue abuane e905 pue jeuossed wy soups np Bindings pinto seseore 3 peas jouyoa pur aavaps wr E=3109 psestepaygene Seip de ee ‘weeensuowep ene Shyo Bupryout—zausH suosso sneppUe) 4055] 2.ePUED dessus spolans ayn ui adaauos equowepuny seen pu ‘spuessepun ‘maou s3epIpues 9yi— sau oss on ‘auynp sjoserew yo Kaen 25950 steppue yt presssuowop Aerenbope svawnyue pue 00580 942 aia en ‘Anson pues saeppuc ‘suk “pmensuowae ‘ase sue afeniue, “Supra siesorew jo aauen esopnpuyzeprpue> SUL pewensuouap ‘AveBas se sue aber} uy panesvownp a2 beta align sy Bonar 3 ee eee toa area jo sear ap ect eeer yp pue ‘afer ‘Supe. cxperenssesinnauc | Ee saoma, | wodjsidauce as pe ‘punsapun ut sen sume aBoawout | yarns jctpno ova pe se aferdue| svmomduonsinsinugp | aise ormenwousp suormensvou | eu esessioun 53 jo atm souatade3 1 38e c suossa, suepypuED 940850] BREPIDUED (40 jana] UBly e saxensuoWED ‘suosta StepPUED “peti vi ara ARRESE an PEPPY apalans ary 1o0uDs Roe \ uonaes Gunes 9y2 W (¥/N) a1gRUEAY 20N Bunjsew Aq p2r9A09 10U (s)eAY IWAIUOD ou aveDIpL -ap6se4 (5) pur foiqeidesoy AryBin (+) alqeadzo>y (e) ‘a]aerdandy Ajaresopow (2) oiqerda2.eUN (| 1045 [80s ap Butsn prepuers wswo> ox uo sareprpueD aip Izy NOLLVINGA AYVLNAW313/COOHCTIHD ATUWa - LNAWSS3SSV 3D077IMONM LNILNOD‘splepueIS OTOZ ATWN/I9DY — ETOZ IIe PasNay sumeulis sepipue9 aumeutisssorenens Sa N yy), of —T saa antanps phases esom opp -suepms Aewuawaqo x paoueyue pu ‘enjve 1050} 01 ELA jenU9> se /n3e [e2/shyd pue wawenow ‘vewny s8sn pue‘spueissopun ‘showy ‘eppUeD BU, —vorREDRPS DIeAud ‘usu an jo aApo mou, ‘ansuoyaucuce measuoue 0 30i80p ogee-oe suos)apypuED ‘Aue mensuourne ‘sulesaensuowap sues mepipueD suces]cuepuED awa wypUs "UOsse) au vee Sey searewo aes “ysoy pood 0 ingyaveo aR essen aeppue a4. si 0 292014 pue wauidojrep sswpnporawppes a. Sea poessuowap Auepsas | PEON oenDee au. prensowsp | oy. -poreasuowep awapnas 40} sonzunaiodco ieaiengje stort munee7a | weuvenyjoseie ai arian 2301 o,opEnpa YeoN Jo expan Mavamsen | StmeRHsBUNedeD | joseniees pews | sanew mals ov U NdaDUOD Ole suns oj a poynouy ‘emesis | Spumoauosnos | ay ern pun apunopun onc <2 0 pet prsop aioe one 5 S95 Pu pLEEIpUN SOL jponsopapeie ee session streront | aeppues 941—-uoneaneg yNeOH ‘yy esiensvouep suns aeppueD “yupuaipae pe syste agen Dupnou, “ors aeppeeg | peu eereasieuy ee oes ateppUED suonens suas aut Sung gene ay Aes Awd 0 Spu9yavepepue> savopms Lewauaa Suowe 2yfisur pue “huynbu, “wopenununsio> sow Asewhid se su jensin bie sue am josearean expan sanueredo9 -yumuod suain dbpoynany | TEU B30 9Bp}NOU jovedtapaygecenne | O°mBOPAGEAIE ‘we aiensuoWsp ost snep5UED em Sune seve “wounpae pue sydue ages upnpur ete jo Aue esepnpulaeppue au poveasuowop Aquerssues ‘ue sypms p05 joseare cn paige sopumaduiog “wees ain Jo aBpaynau: ansuouasuno aensuousp suose9 eppuED aaaae | ss SIP esorou appv su. possimouns Sse oe Sooesuesmny | Poteet aut—coprasteses a8 cunwosjeodpeces | 0H Anbu o pou pur sdeoveD porsslesnenswounp | leu aie toenpue epuesiop sues mu | ‘om stepipven241~sopmes eos 0 20:89p agecaz0eCLAFLIN UNIVERSITY Early Childhood/Elementary Education candidates, ‘choot: Diectons: This form so be used sa formative ond summative assessment ofthe candliate’s progress thravghout the cnc pratee, The canddote should | be assessed thre (3) times: ofter 4 weeks, 8 weeks and at the end ofthe placement. Rote the candidate on each ofthe key elements under each standard as {ollows: cole: (1) Unacceptabie/develepng (2) Acceptable/Meets; (3) Targt/éxceeds. Completed by: ‘SCHOOL OF EDUCATION cooperating Teacher: Ms ou Cooperating Teacher University Supervisor tia Stondord.anexpontion of tes ang gen nthe revere sof form. uaa S Grade/sutjec: WYN Schemes vate: DIDI] Io ADEPT EVALUATION FORM Cooperating Teacher/University Supervisor Fina ‘Then ge an overell rating Inthe box beside the ADEPT Performance -~ 2 TS ee ‘Cel ‘ADEPT PERFORMANCE ‘STANDARDS RATINGS TST CONG RANGE FANNING Ta | hd 24. Obtains student information [3118 bles eprops ded lesing and dvoid 3 Sa—[-~2.1 | 1€1 ienifies and inlements instructional units - 1A 3 5a | "2212 teenies and implements national unis = Science 2 Sa 2.8 [163 enfies and inplemens instructional units = Mathematics 3 2.4 _ | iC. Identifies and implements instructional units ~ Socal studies ae 3 2.5 | 165 ents and integrates Visual and Performing Arts within netructonal unit 2 2.6 | 1C.6 Identifies ond integrates Health Education within instructional units 2 2:7] 17 Ientfies and negates Physical Education within istutional unit 3 Se__| 4020. Develops propriate processes for evaluating and recording student progres acinverent 2 Seo [73.4 _ [HE Plans armropriate procedures for managing the dassroom 795 2: SHORT RANGE OF INSTRUCTION SE] 10 2n. Deveope Un Objectives se | “3a J 26. bovelopeinsructonal ine z se | “80 [2c Uses Student Performance Dat Z TAPS 8: PLANNING ASSESSMENTS AND USING DATA Fe | 802A. Usesa Vane of Asserements frase 3e_| 40 | 38, Administer a Variety of Aesesements 2 3b | 4.0 | 3C. Uses Assessment Data to Ain Grades : 705 4: HIGH EXPECTATIONS Te | 34 | 44 Exabisher, Maintains and Conmunistes igh Expectations Tor Reavemant 3, ic | 34 | 4 Extabishes, Maintains and Communicates High xpetations fr Parbepation 3 79S 5 WSTRUCTIONAL STRATEGIES re ab 5A, Uses Appropriate Strategies 3 ac | 32 Y'58_Usesa Variety of Srateries ey a SC. Uses Strategies Efectvey oe TAPS 6: PROVIDING CONTENT FOR EARNERS Se 6A. Thorough Command of Discipline 2. Se 6B. Provides Aporoniste Content 5 se oe eaeeroeiaeae ee TAPS T: MONITORING, ASSESSING & ENHANGNG 3b [80 [7A Monitors Using Formal Informal Assessments zr 3b | 40 | 76. Usesinformation to Guide instruction ze 32 | 40 | 7C_ Provides nsrution Feedback 5 7APS 8: ENVIRONMENT PROMOTES LEARNING ‘GA. Safe & Conducive Physical Environment z 3B. Postve Mfective Climate in lssroom z C_Crestes Culture of tearing e 705 91 MANAGING THE CLASSROOM SA. Manages Student Behavior Appropriately 38- Maximum Use of instructional Time SC Manages Non instructional Routines Candidate's Signature \ Hooks (uke owe Dfaa)ica cvstenrs sense LL ee! te Revised Fall 2013 ~ ACEI/NAEYC 2010 StandardsCLAFLIN UNIVERSITY SCHOOL OF EDUCATION PROFESSIONALISM ‘APS 10; Target (3) The conclave coluborste with colleagues, administers, and other “studentorented profesional, such ‘agencies, businesses, and commanity ‘roups to determine the neces of is ‘rhe stunts to plen and provide ‘hom withthe appropriats eoring experiences and assessments PROFESSIONALISM, Acceptable (2) ‘he candidate colborates with cellesgucs ane adminiratrs, but not dtr agencies to determine the needs of his or her stueots and to pan an provide thom with ‘he aporopite faring exparonces and assessments Unacceptable (1) the candidate does nat collaborate with clenaes, Sdminstraters or agencies The canadate regulary attends and contributes to meetngsto the extent that its pssible and aporopiste, and actively supports the forts of school ovgarizations and extracurricular Bettis that contribute tothe overall learning and dovelopment of students. The canldat attends faculty and ade level meetings, but not other Schoo organizational meetings or ‘evacuator actos, The candidate doesnot attend meetings or partipates in any fonvseurcuor ats. “The candidate's spoken word ad wottenlnguoge ae clear, covrect, and onroprnt forthe forget aulence. “The canst spakon word ond ween language are appropiate forthe target aucience and consist cofles than eros ‘The candlae’s spoken werd nd ytenlangudgecontln ‘many blatant eror The candidate communicates wth parents/vardians ona regular basis, responds appropriately to parental concerns, and uses mote than theo (2) ‘ried formas to ensure that ongoing Communication thes pace The candidate communicates with parent/guardian: onan Intermittent basis, responds approgtaely to parental concerns, ‘and uses atest three (3) ferent formats to ensure tht onglng ‘omnmunkation takes place, ‘Tho candidate dows not communicate with parent/guardian. The candidate comes witha professona school and sti rues, pees, nd procedures andi ‘characteristic of professional in terms of responsibilty, tive, ime ‘management, appearance ethical standards, nd qulty of work ‘he candidate compiles with adequate professonal schol and ‘sc rules, poles and procedures, and exibits 2 prelesional demeanor. ‘The candidate doesnot camaly with choo! lees and procedures andor ceibita professional ‘semeaner. The candidate 9 reloctive practitioner wh identifies his or her broessona strengths and weoknesses and devsosa plant adress thom, The cordate ener ether his lorher strengthsr weaknesses, and devises plans to address the identi ‘The candldate doesnot identify strongs or weaknesses, ACEI) NAYEC 5.2 104 Advocate for children 6e 5.1 | 108, achieves Organitational Goals 6a 5.1. | 200: effective Communicator: 6b _| Presentation 5.2. | 1002 effective | Communicator: Parental Gb _| Responsiveness 5.1 | 200, exhibits Professional emeanor and 6b | Behavior 5.1 | a0e2actve earner: 6c _| tdontitication 5.1 | 10.3 active Learner: 6c _ | Collaboration "The candidate agretivoy soaks out, patpates in and contites to activites that eromete coloration {orhis orher continue profesional growth, “The candate seeks out, paripatsin ond contebutes 19 ties for adequate profesional rota, The candidate doesnot pateipate in ects to promote professional row, OVERALL RATING | 9/3 | ‘Candidates must receive atleast 2.0 overallto successful pass this assessment. ‘Candiate demronsiater Tntod amount oe attributes ofthe standard, Peormance indiates that few competencies hove been demonstrated. THE SCORING GUIDE FOR THE ASSESSMENT ‘Conddate demonatioes althe botesat he stander, Performance cleat indkeates thatthe ‘ometency hs been mastered neluing ‘amples, extension, ad enchment Revised Fall 2013 — ACEI/NAEYC 2010 Standards “Condave demonstrates mon of te wibvier the standard. 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